Las figuras

The theoretical model for success and failure in Foundation Year Medical School in this transnational context is informed by both quantitative and

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qualitative data collection methods and the resulting findings as discussed in chapters four, five and six. The theoretical framework which has guided this research and facilitated greater understanding of the student experience is Tinto’s Longitudinal Model of Departure (1993), shown in diagrammatical form in Figure 1 on page 25.

In this transnationally situated context, academic failure and success are impacted by factors across a large domain, many of which can be mapped against the guiding theoretical framework of Tinto’s Longitudinal Model of Departure (1993). Tinto’s model includes pre-entry attributes as discussed in chapter four on pages 74 to 97; cultural, family and institutional influences discussed in chapter five on pages 98 to 108; and the student transitional experience as discussed in chapter six on pages 109 to 146. All of these influences combine to influence what Tinto (1993) refers to as the outcome. In Tinto’s model the outcome is student attrition, whereas in this application the outcome is academic success or failure. Tinto describes his model as being applicable to all third level learning contexts, but acknowledges that it is most frequently applied to the first-year context, and it is this year, in the form of Foundation Year medical school, where it is applied in this research. Through integrating what has been a criticism of Tinto’s work, which is the omission of the student voice, as discussed in 2.3 on pages 27 to 29, a picture has emerged regarding the student experience in Foundation Year medical school at RCSI Bahrain and through this the formation of the key finding which is the constructed notion of the ‘state of realisation’. Through contextualising the research in a Middle East transnational setting, issues have emerged regarding the interplay of culture, pre-entry attributes and the transitional student experience to create a contemporary picture of this transnational Foundation Year medical school experience.

It is apparent that Tinto’s model although broad in reach, lacks the emphasis that can fully aid in the understanding of student academic success and failure in Foundation Year Medical School in the transnational context. Although the importance of Tinto’s works cannot be underestimated in providing many layers of understanding, Tinto (2006b) himself makes

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reference to the underdevelopment of his theories and the potential for refinement. The transnational context of this research has brought specific issues to light which impact on student academic success and failure in this transnational medical school context. The empirical findings of this study have been evaluated against the framework of Tinto’s model, allowing the proposal of a specific model, which is an adaptation of Tinto’s model, for this context, shown in the following Figure 20. This constructed model illustrates the contextual elements of culture, pre-entry attributes, and student intentions and how the greatest challenge that student’s encounter in their path to academic success, lies in their academic transition.

Figure 20: Model of Academic Success and Failure in a Transnational Context

Transnational Setting

The transnational model shown above, illustrates the fundamental role of the constructed term the ‘state of realisation’, which has emerged as the key finding from this research. This is the point at which students recognise and

Institutional Responsibility Pre-entry

attributes

Intentions Institutional Experiences

Institutional Culture Outcome Prior learning English language competency Skills and attributes Goals, commitments and motivation Academic Integration

State of Realisation Academic Outcome Social Integration Contextual Cultural Influence External Influences

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implement learning strategies which are associated with academic success in third level learning. Cultural influence, discussed in chapter five on pages 98 to 108 frames the whole picture of the transnational academic experience. Students enter with an individual blueprint of prior experience; this blueprint includes prior learning and secondary school academic attainment, together with the specifically impacting factor of English language competency, as discussed in 4.6 on pages 84 to 91. Students’ skills and attributes, discussed in chapter four on pages 74 to 97 are shown in this model under the sub- category of pre-entry attributes. These are factors that define their coping ability and link to their locus of control which drives their ability to adapt and develop. Demonstrated under the sub-section of intentions in the model are goals and commitments, and specifically different to Tinto’s model in Figure 1 on page 25, is the statement of motivation. Motivation in this Middle Eastern transnational setting is closely influenced by culture and family, as discussed in chapter five on pages 98 to 108.

The next sub-category of institutional experience in the Model of Success and Failure in the Transnational Context in Figure 20 on page 152 focuses on institutional culture which frames this section. It is the institutional culture which shapes all aspects of the integration process from strategic policy documents to the approachability of staff. Unlike Tinto’s model, shown in Figure 1 on page 25, where social integration is shown parallel to academic integration, this model recognises the vital role that social integration has in the transition process, but places it as an area of lesser concern owing to the findings from 6.11 on pages 142 to 144. The line of connection to contextual cultural influence demonstrates the reason for social transition being achieved rapidly and in an unproblematic manner in this transnational setting, as discussed in chapter five, pages 98 to 108. The process of academic integration, as discussed in chapter six on pages 109 to 142, is illustrated to display the protracted time that it can take; this academic interaction process can vary in time from days, to weeks, to months. Again this is experienced differently for each individual student. The point that marks the beginning of the end of academic transition is what has been constructed through this research study as a key finding which is termed the ‘state of realisation’ as

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discussed in 6.10 on pages 137 to 142. This is the point where students recognise and implement learning strategies namely attendance; note-taking; lecture preparation; revision cycles; accessing available support, and move from translation and memorisation to understanding and learning. These are strategies that have been discussed in 6.5 - 6.9 on pages 122 to 137 as being associated with academic success. The ‘state of realisation’ does not occur overnight, it can be a process which takes time to move from comprehension to application.

External influences to the academic and social transition processes in Foundation Year medical school are shown to have a potential influence at any stage in the process, as shown in Figure 20 on page 153. Although not specifically discussed in this study, as they were not raised in the student interviews, it is important to acknowledge that external factors, including for example health and financial issues, can enter the equation unexpectedly and can potentially impact academic outcomes. These factors are inevitable factors of life that at times can have the potential to impact the student experience and academic outcome.